What is the main purpose of action research in education

EducationAction researchThe fundamental purpose of action research is to solve practical problems, improve practical work, and improve the quality of action as the primary goal, rather than to cater to some popular terms or theories. The problem it studies is the problem that occurs in the school, and the real class or school is the place of research.

Due to the particularity of the research problem or object, the practical problem can only be solved in the here and now, and it cannot be popularized and applied indefinitely, and the external validity is not high.

Individual teacher research, teacher group research, collaborative action research.

According to the number of participants, the educational action research method can be divided into three types: individual teacher research, teacher group research, and cooperative action research. Teachers' personal research is mainly the teaching process in which teachers learn educational theories, purposefully improve educational methods and update educational methods according to the problems they encounter in practice, which is the process of teachers' personal action research.

Teacher group research is mainly an action study carried out by some or all teachers organized by the school. Collaborative action research is mainly conducted by research groups composed of teachers, administrators, and experts to study and solve a certain topic.

[Answer].

1) Determine the research topic. Discover the practical problems that need to be solved urgently in educational work, select research topics, and analyze, judge and affirm the causes of research problems. (2) Draw up a research plan.

Clarify the overall goal of the research project, and design the research methods, procedures, and monitoring methods around the overall goal. (3) Implement action research. Collect information, develop and implement effective educational measures.

4) Conduct a summary evaluation. Collect data, make observation records, carefully revise the action plan based on various information feedback, and then implement a new round of action research until the overall goal of the research is achieved.

Answer Analysis].

The key part of action research in education is to practice the strategy of trying to act.

The process of action research in education includes: (1) selecting and identifying research topics; (2) analyze the problems to be studied; (3) develop possible solutions and strategies to solve problems; (4) practice the strategy of trying to act; (5) feedback and evaluation of action results; (6) Induction. Among them, the practice of trying action strategies is the most critical and core part of educational action research.

Educational action research is an educational scientific research method carried out in the process of educational practice in order to solve practical problems in education by participants in educational practice and educational theory researchers.

Research implications1. It is conducive to solving practical problems in education and teaching and improving the quality of education and teaching;

2. It is conducive to promoting the reform of educational research mode and promoting the development of educational science;

3. It is conducive to improving the professional quality of teachers and promoting the development of teachers' profession;

4. It is conducive to improving teachers' self-awareness.

Enhance the joy and dignity of the teaching profession.

The basic characteristics of action research in education are as follows:

1. Subjective characteristics. The main body of action research is teachers, and teachers have been regarded as research subjects instead of being regarded as research objects in the past. They are placed in a realistic, open and dynamic educational situation, in the interaction between teaching and learning, solve new problems in a timely manner, and intuitively judge the feasibility and effectiveness of the plan based on their rich work experience.

2. Targeted characteristics. The problems of action research come from the teachers' education and teaching practices, and are the direct experiences and feelings of teachers, and the problems can be effectively solved through research. The scope of the questions is smaller, limited to the school or a particular class, the structure is simpler, and there are fewer relevant factors.

3. Cooperative characteristics. In action research, emphasis is placed on collaboration between teachers, between teachers and researchers, and between teachers and relevant leaders and staff. In particular, the collaboration between faculty and researchers.

Teachers can acquire the necessary professional knowledge and research skills from researchers, and researchers can also get first-hand information from real education. They interact with each other, exchange views effectively, learn from each other's strengths, and play to their strengths.

4. Reflective features. Teachers reflect on the actual work they are engaged in in real situations, continuously evaluate the effect of teaching reform, and apply them to educational practice immediately once they find more positive results. If it fails, improve the action immediately.

5. Flexibility features. Action research is non-formal research, and the action plan may not be perfect, as long as it is guided by a unified ideology, it is allowed to adjust the plan while taking action, and through reflection, it can also change the action process and re-explore new ways of educational action.

6. Experimental characteristics. Teaching action research mainly takes one's own teaching environment and students as the experimental objects, and uses observation and survey data as the main research methods. In the process of experimental research, the researcher carefully observes, systematically records, comprehensively collects data, analyzes and processes it, and then continuously reflects and adjusts the plan, evaluates the effect, and finally writes the experimental report.

Ten Steps to Action Research in Education in General.

1. Identify problem type areas for educational action research.

Action Researchers in Education can review their actual educational work situations and what needs to be improved, addressed, and even innovated. In particular, the problems that occur in school education need to be discovered by educational action researchers.

2. Preliminary literature and discussion.

After discovering a problem in school education, the educational action researcher should seek relevant information and discuss it with relevant people in order to understand the essence of the problem.

3. Identify the focus of action research in education.

After an initial discussion of the literature, the educational action researcher should try to define the area and focus of the problem, and discuss the main purpose of the research question.

4. In-depth literature**.

After the scope and focus of the research problem are determined, the purpose, method, and procedure of the problem should be deeply enlightened from the past literature.

5. Draw up a plan for educational action research.

Based on the literature and research questions, action researchers should plan and select research objectives, methods, tools, and procedures, and identify collaborative research partners, samples, and data processing methods.

6. Implement educational action research plans.

According to the research plan, collect, analyse and interpret data, implement an educational action research project, and try to answer the questions to be studied.

7. Draw up action plans.

Based on the research results, past literature, and the characteristics of the specific educational context at the time, we develop an action research plan to solve the problem.

8. Implement educational action research programs.

9. Evaluate the design and implementation of educational action research programs.

The design of the action research programme is perfect, whether its implementation is correct, and whether the results are effective should be evaluated, and the effectiveness, implementation status and improvement of the evaluation programme should be indicated.

10. Revise the educational action research plan and re-implement it.

Answer]: Educational action research is a method in which participants in educational practice work and educational theory researchers combine to solve a practical problem or improve the quality of teachers in an educational context, which refers to a research model aimed at improving the quality and efficiency of educational action by studying the process and situation of real school education. On the one hand, it aims to improve the professional judgment ability of education practitioners and the insight into educational issues. On the other hand, it also provides specific strategies for optimizing teaching practices.

1) Characteristics of action research in education. Research for Educational Action. This is the purpose of action research (which corresponds to the research purpose of traditional research "research for the sake of theory construction"), which is mainly reflected in three aspects:

The first is to solve practical problems in educational actions. The second is to improve the efficiency of educational actions. The problems existing in the practice of education and teaching are developed into topics, solutions are designed, and implemented one by one, so as to achieve the purpose of solving problems and improving the quality of education and teaching.

The purpose of EVWISE is practical, and the solution of the problem is immediate. The third is to improve teachers' ability and literacy in educational action. Research on educational action.

It is pointed out that the main body of educational action research is mainly teachers, rather than external experts and scholars, and that educational action research requires front-line education personnel, that is, educational practitioners, to participate in research, reflect on their own practical work, and improve their theoretical level and practical ability in reflection. Research in educational action, i.e. by educational actors. This is the context of educational action research, which requires research to pay attention to the particularity of the research situation; On the other hand, the process of proving action is the process of striving to improve the efficiency of action, improve the quality of action, and improve the ability of self-action.

2) The significance of action research in education: to solve practical problems in education and improve the quality of education; It can make the curriculum, teaching and teachers truly integrated; the need to educate and promote the development of science; Promote teachers' professional development and enhance teachers' sense of professional value; It is conducive to the accumulation of practical experience for teachers.

Answer]: Educational action research is a method in which participants in educational practice work and educational theory researchers combine to solve a practical problem or improve the quality of teachers in an educational context. On the one hand, it aims to improve the professional judgment ability of education practitioners and the insight into educational issues; On the other hand, it also provides specific strategies for optimizing teaching practices.

This type of research is characterized by research for educational action, research for educational action, and research in educational action. The implications of action research in education are: (1) adaptability and flexibility; (2) the continuity of evaluation and the timeliness of feedback; (3) Strong practicality and participation; (4) contribute to improving the professional level of teachers; (5) Be able to guide the improvement of educational practice.

1. Significance of the study.

1. It is conducive to solving practical problems in education and teaching and improving the quality of education and teaching;

2. It is conducive to promoting the reform of educational research mode and promoting the development of educational science;

3. It is conducive to improving the professional quality of teachers and promoting the development of teachers' profession;

4. It is conducive to improving teachers' self-awareness and enhancing the fun and dignity of the teaching profession.

2. Features. 1. Research for action.

2. Research in action.

3. Research by actors.